-Keep a proofreading record
-Solutions to writing problems
-Makes a good way to have a transfer (if possible)
-Be aware of what the students already know
-Pay attention to grades and conditions.
-Contextual praise
-Have a conference. Talk to the students rather than be in the position of judge.
-Do not sit at your desk and wait for students to approach
-Be available to everyone, so you can't focus too much on anyone
-When you miss a student, take note.
-Set responses will help move faster. Procedural approach. -Status of the class conferences -Student-student conferences -Room setup questions--How to facilitate space conducive to conferencing? -Don't focus on the entire paper.
Some of the broad takeaways that we had were to act, not as a way to judge the students, but as an agent to help the students improve. Avoid using the teacher's desk, but have conferences with the students, on a more one on one basis. In our grading, remember to give contextual praise. Also, be aware of what the students know and do not know. Atwell mentions expansive libraries, and this could be taken to show that if some kind of information has not been covered in the class, and is not something readily available to students they probably shouldn't be responsible. One of the other ideas was to have conferences with the students one on one, rather than just judging the students, talk to them.
Common Best Practices
-Clear Procedures
-Know what to ask students
-Trust students to work while conferencing.
-Don't use student writing from the class to correct (or share w/o permission).
-Solutions to writing problems
-Makes a good way to have a transfer (if possible)
-Be aware of what the students already know
-Pay attention to grades and conditions.
-Contextual praise
-Have a conference. Talk to the students rather than be in the position of judge.
-Do not sit at your desk and wait for students to approach
-Be available to everyone, so you can't focus too much on anyone
-When you miss a student, take note.
-Set responses will help move faster. Procedural approach.
-Status of the class conferences
-Student-student conferences
-Room setup questions--How to facilitate space conducive to conferencing?
-Don't focus on the entire paper.
Some of the broad takeaways that we had were to act, not as a way to judge the students, but as an agent to help the students improve. Avoid using the teacher's desk, but have conferences with the students, on a more one on one basis. In our grading, remember to give contextual praise. Also, be aware of what the students know and do not know. Atwell mentions expansive libraries, and this could be taken to show that if some kind of information has not been covered in the class, and is not something readily available to students they probably shouldn't be responsible. One of the other ideas was to have conferences with the students one on one, rather than just judging the students, talk to them.
Common Best Practices
-Clear Procedures
-Know what to ask students
-Trust students to work while conferencing.
-Don't use student writing from the class to correct (or share w/o permission).